Linguistic and metalinguistic outcomes of intense immersion education: how bilingual?
Linguistic and metalinguistic outcomes of intense immersion education: how bilingual?
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DOI：
10.1080/13670050.2011.652591
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发表时间：
2012-01-01
影响因子：
2.8
通讯作者：
Bialystok, Ellen
中科院分区：
文献类型：
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作者：
Hermanto, Nicola;Moreno, Sylvain;Bialystok, Ellen
英语儿童在2年级和5谁参加了密集的法语沉浸式课程进行了检查，在英语和法语的语言和元语言能力。语言能力（词汇和语法知识）的措施一直较高的英语，并保持这样，即使在5年的沉浸式教育在法国。测量法语的元语言能力（字母流畅性和忽略句子判断中的语义异常）在两个年级的研究中显着提高，并关闭了差距（字母流畅性）或赶上（句子判断）英语的类似表现。语言和元语言发展的发展轨迹之间的这种分离正是完全双语儿童所期望的模式，支持浸入式教育作为双语能力的途径。
Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after 5 years of immersion education in French. Measures of metalinguistic ability (letter fluency and ignoring semantic anomalies in sentence judgments) in French improved significantly over the two grades studied and closed the gap (letter fluency) or caught up with (sentence judgments) similar performance in English. This dissociation between developmental trajectories for linguistic and metalinguistic development is exactly the pattern expected for fully bilingual children, endorsing immersion education as a route to bilingualism.